Reading Stages of

process reading

Before
Pre- reading
readaing

During
Reading
reading

After
Responding
reading

Exploration

Application
1.1
Reading Process
The reading process involves five categories that are useful in reading. In the pre-reading stage, the
teacher introduces essential vocabulary concepts, sets objectives, activates background knowledge,
and previews the text with the students during the pre-reading phase. If the book is historical, the
teacher must provide background information to the pupils regarding what might be happening
inside the book, how that is occurring, or how it came to be. The pupils start reading the content
during the second stage, which is reading of any kind. It includes reading techniques and skills,
seeing images, reading aloud, and taking notes.

When a kid reads independently, this is called independent reading. Buddy reading is when a small
group of two or three pupils reads aloud together. In guided reading, a teacher starts reading a book
to a class of four to five students and then leaves them to finish it on their own. Like guided reading,
shared reading involves the teacher reading the complete book to the class while listening. Reading
aloud is when a teacher reads a book aloud to the entire class while including the pupils in various
activities. In the responding phase, students respond to what they have read in reading logs,
journals, or lengthy chats. Responding focuses on the lessons a youngster has learned from a book. It
could be done through talks that can be either whole group or small group discussions or by reading
logs where the student writes about what they read and ties it to real life. In the exploring phase,
the students reread certain portions or sections of the text, pick up new terminology, take part in
mini-lessons, analyze the author's craft (writing style), or pick out remarkable passages or phrases.
When students explore, they read the text to review what they have already read.

Additionally, the pupils study the author's craft. It can be accomplished by utilizing graphic
organizers that highlight the storyline, storyboards that order events, or by having students create
their books based on the text they have read. Students produce projects, study texts comparable to
or linked to what they are reading, reflect on their reading experiences, or apply knowledge from
thematic units during the applying phase. Here, the students engage in post-reading activities that
show their knowledge of the material, thoughts on their understandings, and the value they derived
from reading it. Essays, reader's theater, PowerPoint presentations, and open-mind portraits are a
few examples of these activities.

Stages of reading
Before reading, a person prepares for the material they will be reading during the pre-reading phase.
Additionally, previewing the text can, according to the study, boost the reader's engagement with
the text. Set a written or logical reading objective. Additionally, this goal will assist you in finding the
precise details or notions required to summarize the text. To develop a notion regarding the book or
content, start with the title or subheading. Additionally, attempt to determine how the author plans
to convey the subject.

Additionally, making predictions makes you curious about the subject matter. Before you begin
reading, ask yourself some questions you anticipate the text will address. During reading, please pay
close attention to the author's points and how they are made. What is the text's evident and hidden
meaning, too? Discover the author's perspective on the subject by trying to understand it. Try
reading the entire text if you are puzzled about a term so you can infer its meaning from there. You
will gain new vocabulary as a result of this. The ability to read quietly is a trait of good readers. In
addition, reading aloud makes you slower.
Additionally, it makes you focus more on the sounds of words than their meaning. Find the solution
to the query you posed during the pre-reading phase. Furthermore, it aids in text prediction
determination. After reading, go back to the pre-reading steps and try to fill in the gaps you create
based on your assumption. Additionally, sketch thoroughly what you have learned and contrast it
with the prediction. Assessing the writing's effectiveness will help determine whether the author
was successful in realizing their goal or not. Make a map or other visual representation of the text's
various concepts, placing the main idea at the center. Discuss and examine the text's language,
content, and structure. To see if your initial forecast was accurate, check it out.

1.2

As teachers, we aim to let our students learn and understand the lesson. It is a fulfilling duty to know
that they have learned from the lessons we are teaching them. The reading process helps our
students a lot, especially when we are giving a reading material. In this manner, we are not only
giving it directly to them, but we need to give prior knowledge of the material. That part was
significant as it can give them an idea or evaluate themselves if they have any prior knowledge of
that reading material. Additionally, we may provide some tips on how they can learn more by giving
exams, reading aloud in pairs, and other techniques. In this way, we can give the students a
substantial opportunity to learn more and also by allowing them to communicate with their
classmates.

Giving some response on what they have read will give us knowledge on how far they have learned,
and we can know how to cope if they miss something. By giving them reading material, it will boost
their vocabulary, it will give them new words, and they can use that. When you give a reading
material to a student, it is a key for them to understand more because when you read a lot, it will
give you a wide range of imagination and understanding. When you read a book, you can gain
different lessons not just for school but also a lesson that you can bring or use in real life. Stages of
reading are also significant as we know that before reading, some assume something about the title,
and it is perfect so that the background knowledge they have can be used. This stage is significant as
it starts from the pre-reading, during, and after reading. During reading, it is where they can grasp
the lesson they ought to understand, and it is significant for us teachers to let our students learn a
lot as we hope for their success.

After the reading, all the lessons they acquire will help them along the way, especially when there is
an evaluation. They can answer the questions being given as they have learned during the reading.
Both the reading process and stages of reading are essential for us to teach because it is the
foundation of our students, and if they do not know those things, then understanding will be
intricate for them. We are the ones who will guide them using this topic.
2.

Fluency pertains to a reader's capacity to read and comprehend the text being read. Because there is
a significant relationship between fluency and comprehension, fluency is a crucial skill to evaluate.
Youngsters may focus solely on comprehending the content after they are no longer preoccupied
with reading it. To determine a student's oral reading fluency score and how it compares to grade-
level national standards, utilize our Fluency Assessment. We advise using trackers to track accuracy
and WPM (words per minute) over time. There are numerous methods for judging understanding. By
having students retell what they read and answer a few questions while using our Retell Rubric to
grade their answers, you may quickly determine whether or not they understood what they had
read. Use the passage you used for the fluency test to make the most of your time.

Some of your students may struggle to read clearly and comprehend the text. You can now meet
students where they are and scaffold what they need to do to fill in the gaps by using the
Assessment Flow Chart. The ability to read and spell words using letter-sound correspondences is
known as phonics. The results of phonics tests may help you identify the specific skills for which
children need extra assistance. Students who get practical phonics training can read words that can
be decoded, which is essential for fluency. Please give them a Phonics Survey and a list of actual and
fictitious words to start. Investigate further to see how well a pupil comprehends letter sounds,
related to how well they read words if they are having problems understanding a particular word.

The capacity to recognize, locate, and modify both the primary and tiny components of spoken
language is known as phonological awareness. One component of phonological awareness is
phonemic awareness, or the capacity to recognize, classify, and manipulate phonemes in spoken
language. Although alphabet knowledge isn't precisely phonics or phonological awareness talent, if
you have to drill down to phonological awareness with a pupil, we advise you to examine it. A kid
may find it simpler to match the letter-sound correspondence if they are aware of the names of the
letters.
Knowing words and their meanings is a vocabulary, which is essential to comprehension. Even if
pupils can decode a word, they cannot fully understand the text if they do not understand what the
word means. Both proficient word recognition skills and a vast vocabulary are required of students.
Without help, a student's word gap widens, making comprehension more difficult. View our
collection of fun vocabulary formative assessment suggestions for your school. Remember that most
terms must be understood for readers to understand texts, so we must constantly expand our
students' vocabulary.